Research Paper
ali delavar; asyeh Ebrahimi; mehraneh soltani
Abstract
: The present study was conducted in order to perform the meta-analyticstudy of individual and family factors that were effectiveonattention deficit-hyperactivity disorder. Method:For this purpose 25studieswere collected and after entering data into CMA-2 softwareand sensitivity analysis, one study which ...
Read More
: The present study was conducted in order to perform the meta-analyticstudy of individual and family factors that were effectiveonattention deficit-hyperactivity disorder. Method:For this purpose 25studieswere collected and after entering data into CMA-2 softwareand sensitivity analysis, one study which was disharmonious with other studieswas removed and finally,24 studieswere analyzed. The average effect size(r) in theindividual factors was 0.22 and in thefamily factors it was 0.14. So, according toCohen's criteria, the effect size of individual factors and family factors werereported below the average.In investigating the separated effect size offactors, the variables ofacademic performance, identity crisis,intelligence, working memory, and behavioralmanagementofparents were higher than average. Due to the significance of Qstatistic based on heterogeneity in these studies, the variables of sex,population, measuring instruments, sampling method and agewere entered into the analysis as confounding variables. Results: Zdifferences test, in the studies related to the individual factors, showed thatthe effect size was significant for all intervening variables but in examining thefamily factors, this difference was seen in the variables of sex, population, measuring instruments and sampling method. Conclusion:Due to the obtained average effect size in the above variables, researchers andclinicians should consider the importance of these factors in the evaluationand treatment of attention deficit-hyperactivity disorder. Also, researchersshould notice the role of modulators that were listed above in their futurestudies
Research Paper
rahim moradi; hasan maleki
Abstract
The present study was an attempt to investigate the effectiveness ofeducationalcomputer games on the academic motivation in third grade elementaryschool students with math learning disability. Method: For this purpose,by implementing a quasi-experimental research, 40 students among all thirdgrade elementary ...
Read More
The present study was an attempt to investigate the effectiveness ofeducationalcomputer games on the academic motivation in third grade elementaryschool students with math learning disability. Method: For this purpose,by implementing a quasi-experimental research, 40 students among all thirdgrade elementary boy schools of Khorramabad city were selected using availablesampling and were randomly assigned into experimental and control groups. Theresearch instrument was the 28-item Wolrend’s motivation questionnaire. Theconstruct validity of this questionnaire has been confirmed by Bagheri (2000)using factor analysis and its reliability has been reported to be 0.78 throughCronbach’s Alpha. The researcher administered academic motivation pretest inboth groups. In the experimental group, the teacher first presented the lesson(four main operations) and used computer games as a complement for the conceptof education. But the teacher in the control group used the conventional methodfor teaching mathematical concepts. Then, the researcher conducted educationalmotivation post-test. Results: The results indicated that there was asignificant difference in academic motivation of the experimental group incomparison with the control group (p≥ 0.001). Conclusion:Educationalcomputer games for teaching summation, subtraction, multiplication,and division lead to increased academic motivation in students with mathlearning disability, so it is suggested that modern educational technologies,especially computer games be used in teaching mathematical concepts.
Research Paper
ghorban hemati; abbas hoseinkhanzade; mahbobeh taher; mohammadsadegh arjomandi
Abstract
: The aim of this study was comparing the conceptionsof learning and study habits between talented and normal students.Method: This research was descriptive andcausal-comparative. The population included the wholetalented and normal students in Shiraz Universityin the academic year of 2010-2011 among ...
Read More
: The aim of this study was comparing the conceptionsof learning and study habits between talented and normal students.Method: This research was descriptive andcausal-comparative. The population included the wholetalented and normal students in Shiraz Universityin the academic year of 2010-2011 among them 242 students (141talentedand 141normal) were selected throughpurposeful sampling method. These students completedConceptions of Learning andStudyHabits Questionnaires. The analysisof datausingMANOVA showed that there was no significant difference between talentedand normal students in totalconceptions of learning (p>0.05). In spite of this, the average score of normal students in twosubscales (learning as gaining information and learning as remembering andusing information) was significantly higher than talentedstudents (p< 0.05). The average score of talentedstudents in three subscales (learning as personal change,learning as a process that is not limited to time and space and learning as thedevelopment of social competence) was significantly higher thannormalstudents (p< 0.01). And there was no significant differencebetween talented and normal students inlearning as a duty subscale (p> 0.05). Moreover the analysis of data usingMANOVA showed that there was a significant difference between talentedand normal students in study habits (p< 0.01). Also the results revealed thatin the five subscales of study habits the score of talented students wassignificantly higher than normal students (p< 0.01) andthere was no significant difference between talented and normal students inthe three subscales of memory, exams and health (p>0.05). Conclusion:It is recommended that teaching and learningbecome more practical so that the study habitsimprove
Research Paper
samaneh behzapoor; zahrasadat motahari; faramarz sohrabi
Abstract
The purpose of this study was to investigate the role of religiosity and resilience in predicting marital stress in the mothers of children who were suffering from Attention Deficit/Hyperactivity Disorder(ADHD). Method:The method of the research was correlation.The population consisted of mothers who ...
Read More
The purpose of this study was to investigate the role of religiosity and resilience in predicting marital stress in the mothers of children who were suffering from Attention Deficit/Hyperactivity Disorder(ADHD). Method:The method of the research was correlation.The population consisted of mothers who had children withADHD in the city of Tehran. The research sample consisted of 100 mothers who were selected by the available sampling method. ADHD Assessment Scale, Marital Stress Scale, Conner-Davidson Resilience Scale and Religiosity Assessment Scale were used to gather data. Data were analyzed using regression analysis and Pearson correlation coefficient. Results: The results showed that religiosity and resiliencewere negatively correlated with marital stress. The results of regression analysis indicated that religiosity and resilience can negatively predict marital stress. Conclusion: Based on these resultsit can be concludedthat the level ofreligiosityandresilienceareimportantpredictorsof maritalstress.So, to reduce maritalstressit is recommended to considerthe role of religiosityand resilience components.
Research Paper
easa jafari; ali Esmaeili; akbar Atadokht
Abstract
: Studying factors associated with coping resources of mothersof exceptional children who are exposed to stress is very important. This studyexamined the role of religiosity and social support and coping styles inmothers of exceptional children. Methods: This was adescriptive-correlational study and ...
Read More
: Studying factors associated with coping resources of mothersof exceptional children who are exposed to stress is very important. This studyexamined the role of religiosity and social support and coping styles inmothers of exceptional children. Methods: This was adescriptive-correlational study and its population were all mothers andchildren from the city of Astara. Data were collected from 67 patients who wereselected by convenience sampling. To collect data, the Religiousness, Coping Strategiesand Social Support questionnaires were used. The collected data were analyzed throughPearson correlation and multiple regression. Results: The results showedthat there was a relationship between religiosity and coping with stress. Also,the relationship between social support and coping strategies was significant. Bothvariables could predict coping styles of mothers who had exceptional childrenas well. Conclusion:Coping with stress styles of mothers of exceptionalchildren can be predicted by social support and religiosity variables. So, toreduce stress and to improve coping strategies in this population, it isrecommended that the role of religiosity and social support be considered.
leila farisabadi; masoomeh khosravi; parviz sabahi
Abstract
: The aim of this research was to study the effectiveness of interpersonal communication skills and social problem solving training on social adjustment and academic achievement of mentally retarded female students of elementary schools in the city of Qom. Method: The method of the research was a quasi-experimental ...
Read More
: The aim of this research was to study the effectiveness of interpersonal communication skills and social problem solving training on social adjustment and academic achievement of mentally retarded female students of elementary schools in the city of Qom. Method: The method of the research was a quasi-experimental one based on the pre-post-Follow tests with a control group. The method for collecting data wasrandom sampling. In order to select samples, at first 2 schools from the special schools were randomly selected, then 30 students who had necessary criteria, were put in control and experimental groups. The tools used in this research were Wechsler Intelligence Scale for Children-IV, Matson Evaluation of Social Skills with Youngsters (MESSY), Vineland Adaptive Behavior Scales (Revised), and UNISEF program for communication skills and social problem solving training. In order to analyze data, multivariate analysis of variance with repeated measures was used. Results: The results showed significant differences on social adjustment (F=8.46, p<0.05) and academic achievement between the experimental and the control groups (F=13.48, p<0.05). Teaching these skills reduced inappropriate behaviors of educable mentally retarded students and increased their social adjustment in all subscales of Social Adjustment Scale Vineland (communication skills and social skills), it also improved their academic performance. Conclusion: The findings showed considerable impact of improving life skills. Communication skills training and social problem solving can be helpful in improving students’ social adjustment and their academic achievement.
Research Paper
robabeh rostami; mona rezaie; sosan jabari
Abstract
The goal of this study was to determine the effectiveness ofsocial-comparative feedback on the performance of power generation task ineducable intellectual disability girls. Method: The present research isan experimental study with pre-test and post-test with experimental and controlgroups. Among all ...
Read More
The goal of this study was to determine the effectiveness ofsocial-comparative feedback on the performance of power generation task ineducable intellectual disability girls. Method: The present research isan experimental study with pre-test and post-test with experimental and controlgroups. Among all elementary special schools in Shirazcity, 46 mentally retarded girl students were selected through purposefulsampling. The participants were divided into experimental and control groups(22 inthe experimental group and 24 in the control group). Results: Analysis of covariance showed that theexperimental group achieved significantly higher scores than the control group.The results of this study provide evidence for the importance of motivationalfeedback.Conclusion: Since the social-comparative feedback had a specialeffect on the performance of power generation task in mentally retardedindividuals, it is recommended that this method be used as an effectivetraining strategy in the field of special education
Research Paper
roghieh asadi; Abbas nesaeian; shahla pezeshk; Janet hashemiazar; gholamreza sarami; marziye sina
Abstract
The present study was designedfor investigate the effect of role playing on social skills in students with mild intellectual disability. This was a quasi-experimental research with pre- post test. 14 student 14-16 years old with mild intellectual disability were selected using convenience sampling method. ...
Read More
The present study was designedfor investigate the effect of role playing on social skills in students with mild intellectual disability. This was a quasi-experimental research with pre- post test. 14 student 14-16 years old with mild intellectual disability were selected using convenience sampling method. The subjects were randomly assigned into two control and experimental groups. Research instrument was Gresham and Elliott Social Skills Rating system (1990). Parents and teachers completed questionnaire of social skills for all subjects. The experimental group participated in a training program during 20 sessions. In this program 10 social skills were taught through role playing method. After this stage, social skills questionnaires were completed again for all subjects (control and experimental group). Data obtained from the pre- test and post -test were analyzed using Covariance Analysis. Results showed that role playing training had not significant effect on social skills in student with mild intellectual disability. Findings can be used to develop social skills training program for children with mild intellectual disability.
Research Paper
shahram ranjdoust; shahram iazdani
Abstract
Behavioral problems ofmentally retarded childrenare one of the most important human issuesand the most complex and difficult problems of children and young adults whichremain to the age of adulthood. On theother hand, studies of behavioral problems are primarily done withinstatistical classical ...
Read More
Behavioral problems ofmentally retarded childrenare one of the most important human issuesand the most complex and difficult problems of children and young adults whichremain to the age of adulthood. On theother hand, studies of behavioral problems are primarily done withinstatistical classical models; while the relationship between psychologicalvariables is not so accurate. So the present paper examines the role ofself-efficacy, language development,and social skills on behavior problems of mentallyretarded children as reported by teachers using flexible procedures. For so doing, all the mentally retarded boy students of East Azerbaijan in the academic year 1391-92formed the statistical population of this research;from among whom 28 students were selected by cluster sampling and the pertinent teacher filled four questionnaires for each student (GeneralSelf-Efficacy of Sheerer & et al.; Language Development of Newcamber & Hamyl; Social Skills of Gresham & Elliot; and BehavioralProblems of Rutter). In this study, the content validity was confirmed by the experts in the field using Delphi method, and also the rate of Chronbach alpha for all the variables was reported to be above 85% which suggests a good reliability for the instruments. The results of fuzzy linear regression analysisshowed that language development has almost no role in the behavioral problems of the students; butthe general self-efficacyand social skills reducebehavioral problems ofmentally retarded students. Findings ofthis research might be helpful in solving the behavioral problems of children with mentalretardation.